[MERGED] Matematik dan Sains in BM or in BI

CharlieDale

hehehe,,manalah tau kot cikgu robot tu ala-ala Johnny No.5 ke (movie lama..tahun 90-an macam tu) .."more input input input!" .

anyway: cadangan tambahan Buat Resakse Orge @ shrek hehehe! :

apa kata, kalau hang kumpulkan dulu maklum balas daripada cikgu lain. apa masalah dan apa jenis latihan/kursus yang mereka perlukan. so dari situ kita dapat tahu keperluannya. tambah sikit, kalau boleh in house training ni do rotate antara guru matematik anda. lagi bagus, sebab masing-masing mesti ada kelebihan dan kepakaran.

[ Last edited by  CharlieDale at 31-3-2009 21:21 ]

ReksakseHuduh23

lor in house training ni cikgu2 jgk ke yg jd faci.. ingatkan jemputan luar.. hehe

CharlieDale

eh! kenapa pula tak boleh..sekolah saya dulu, cikgu sendiri buat in house training utk rakan-rakan. selalunya kalau depa balik dari kursus mesti buat. malah saya juga pernah buat in house training buat powerpoint dan buat kuiz guna software Hot potatoes utk cikgu senior.

tapi kalau tiada cikgu yang berkemampuan, tak salah jemput JU (jurulatih utama) yang biasanya terdiri daripada cikgu /penceramah luar buat in house training. lagipun ada juga bagusnya..orang luarmungkin caranya berbeza.

ReksakseHuduh23

maknenye kena tanye mane2 cikgu yg dh pegi course la ni.. bisok tanye cikgu yg nak bg in house training..

halimi78

kamipon wat sendiri mana yg boleh.. cam ari tu stat ngan nanda kertas 2 sains. tp sy pas kat member lg sorang... malas nak layan sbb slama ni cikgu2 baru nih lgsg xmo campur ngan kitorang.. so kita support dr jauh jer member tu.. bagi feedback ap yg patut, bahagian mana nak stress etc

CharlieDale

hehehe..tak payah tanya..semak balik..apa kursus dia pernah pergi..guna kuasa veto ke autokratik ke, diktator ke, megatron decepticon pun boleh...bukan apa..kadang kalau kita tanya, banyak pula silat kuntau mee kungfu pun dia masuk...dah tu, kalau ada yang setuju...bagi la sikit sagu hati sikit..untuk peserta buat la sijil...seronok la sikit...lagipun, bagi saya, kalau jemput penceramah luar ni, saguhati jer dah berapa..kalau cikgu sekolah sendiri...free pun ok..kira macam kongsi ilmu gitu.

CharlieDale

lupa..lagi satu..ia boleh dimasukkan sebagai satu aktiviti panitia....bagus apa...dah tu, bagi yang kendalikan in house training tu @ penceramah ke depa boleh masukkan dalam borang SKT depa. mana tau boss tgk usaha depa ni lepas tu boleh dapat anjakan gaji ke, guru cemerlang ke. kan bagus tu.

ReksakseHuduh23

leh tak wat in house training psl eduwebtv?

CharlieDale

Boleh..tak ada masalah. buat pasal cara penggunaannya. itu semua terpulang kepada anda / sesiapa yang kendalikan in house training tersebut. selagi ia berkaitan dengan bidang kita.

amazed

English: An outsider's perspective
By : James Campbell

The problem with current language policy is not one of denying the importance of learning English per se in Malaysian educational institutions

IT appears that a final decision on the future of teaching Mathematics and Science in English in Malaysian schools is close to being made.

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The then Education Minister Datuk Seri Hishammuddin Hussein has said that he has completed the cabinet paper on this issue and is distributing it to the relevant ministries for feedback and opinion.

Clearly, the stakes are high in the debate over English language curriculum and education in Malaysia.

For some the battle lines are clearly delineated: Linguistic nationalists versus global internationalists, language nationalism versus developmental nationalism and, for others, its nationalism versus nationism.

No matter how we frame the issue it is generally agreed that much heat has been generated in the debate over the status of Bahasa Malaysia, English and their respective places in the teaching of Science and Mathematics and by inference in educational institutions in general.

Yet while it is generally agreed that heat certainly has been produced in this debate, has much light also been a result?

As an outsider to this debate and with no particular axe to grind it seems that, some basic observations are in order.

One of the interesting ways that this debate is framed is between those who seem to argue that some sort of objective way of viewing this issue is possible versus what is referred to somewhat condescendingly as "emotional" responses.

For the most part, "objective" views on this debate appear to correspond to one side of it. English is necessary for development and engaging globalisation and that is an end to it.

Those who oppose or are uncertain of this basic proposition are characterised as emotional or implicitly somehow unable to accept the "objective" necessity of language reform and the way it has been done.

Yet such a way of putting the debate oversimplifies the diverse and often deeply held objections to current policy.

Significant research for example exists which analyses the importance of learning complex ideas in a student's first language.

Imagine if you will, for a moment, what it is like as a child to be taught subjects that are for many quite difficult in a language which is not your mother tongue?

Does anyone truly believe that there would be a rapid understanding of scientific and mathematical principles by such children?

Or, more likely would subjection to such a curriculum compound academic problems and learning difficulties with Maths and Science rather than ameliorate them.

Asking these questions is not "emotional" nor are such questions irrelevant to the broader goals of social equity that education must also confer.

Yet there is more to the debate even than this.

The way we discuss this issue also reveals how we view cultural identity and how we respect it.

If we implicitly frame one language as representing "modernity", "progress" and "knowledge" in a globalised world, what implications will students and indeed the broader society draw about the value and place of languages not constructed or presented in such glowing terms?

The way English language reform is being argued for in Malaysian society implicitly affects perceptions of cultural dignity and identity.

This may produce "emotional" responses from Malaysians who see this way of articulating the respective significance and place of language in the Malaysian education system as downgrading their national language and by inference downgrading their sense of dignity and identity.

But is this "emotional" response irrational?

My view is that it is entirely rational and that the emotion and heat involved in this discussion is produced precisely because many Malaysians perceive behind the fa鏰de of "objectivity" and "globalisation" a diminution and marginalisation of their cultural and historical being.

The problem with current language policy is not one of denying the importance of learning English per se in Malaysian educational institutions.

Rather the challenge in front of Malaysians is how to do this in a way that avoids two basic problems.

Firstly, that the policy will not in fact exacerbate inequality and educational exclusion rather than resolve it.

Secondly, that the policy will not be applied in a fashion that implicitly downgrades and disrespects cultural and national identity.

Critics of current English language reform in schooling point to these two fundamental issues.

A policy framework must take seriously and engage the potential unintended consequences of educational inequality and the sense of cultural marginalisation that can result from the implicit way this policy is enacted.

Emotion may characterise many of the contributions to this debate, but for many Malaysians this feeling is based on deeply held rational objections and reservations that should be taken into account.

I hope that the arguments of those who are "framed" as "emotional" will be taken into account on this issue, and the reason that informs their views considered. Malaysia's national growth, stability and development rely on it.

dexa

Saturday May 23, 2009
Ungku Aziz: Stress on teaching Bahasa and English

PUTRAJAYA: Gagasan Veteran Malaysia (GVM) has proposed that the education system focus on teaching English and Bahasa Malaysia and not just use them as a medium to learn other subjects.

GVM committee member Royal Prof Ungku Aziz said emphasis should be on learning the two languages.

He was speaking to reporters after he and other GVM members met Deputy Prime Minister Tan Sri Muhyiddin Yassin at his office here yesterday.

The others from GVM were its president Tun Ahmad Sarji Abdul Hamid and members Datuk Dr Hassan Ahmad, who is also chairman of the Movement for the Abolition of Teaching and Learning Science and Mathematics in English, and Datuk Abdullah Abdul Rahman.

Asked for the details of the meeting, Ahmad Sarji said: 揟he meeting was not just about the teaching of the English Language. We also talked about GVM抯 work and role and the facilities available to students entering universities like basic science facilities and matriculation programme.

揥e presented our views for the Deputy Prime Minister to consider while he spoke on promoting more sports activities in schools by offering help to schools interested in starting lawn bowling and cricket teams. We welcome his call,

dexa

Saturday May 23, 2009
Decision on teaching maths and science in English in six months
By FARIK ZOLKEPLI

JOHOR BARU: The Education Ministry expects to reach a decision on the usage of the Teaching of Mathematics and Science in English (better known by its Malay acronym PPSMI) within six months.

Deputy Minister Dr Puad Zarkashi said that a decision should be made to ensure that the students did not end up in a lose-lose situation, where they failed to master English and Mathematics and Science.

揂ny decision that will be made will take into account the ministry抯 readiness in manpower and teaching methods.

揥e will also consider the opinions of every parties especially scholars before making any decision,

dexa

PPSMI: Penilaian masuki peringkat akhir

Oleh ZULKIFLI JALIL dan
SITI MAISARAH SHEIKH ABDUL RAHIM


PUTRAJAYA 26 Mei - Status quo dasar Pengajaran dan Pembelajaran Sains dan Matematik dalam Bahasa Inggeris (PPSMI) akan dimuktamadkan dalam beberapa minggu lagi.

Timbalan Perdana Menteri, Tan Sri Muhyiddin Yassin berkata, Kementerian Pelajaran yang diketuainya kini di peringkat akhir membuat penilaian terhadap kedudukan dasar itu sebelum taklimat mengenainya dibentangkan kepada Perdana Menteri, Datuk Seri Najib Tun Razak.

Tegas beliau, penilaian mengenai PPSMI akan mengambil kira pelan yang komprehensif, pandangan semua pihak serta sistem pendidikan negara.

''Pihak saya masih terbuka untuk menerima pandangan mengenai kedudukan PPSMI.

''Tetapi yang paling penting, kita mahu keputusannya nanti memenuhi objektif Dasar Pelajaran Kebangsaan, semua keperluan infrastruktur dipenuhi, pelajar pula tidak menjadi mangsa dan akhirnya ibu bapa gembira," katanya.

Beliau berkata demikian pada sidang akhbar selepas mengadakan pertemuan dengan wakil-wakil tujuh pertubuhan Cina di pejabatnya di sini hari ini.

Pertubuhan-pertubuhan Cina berkenaan ialah Persekutuan Persatuan-Persatuan Lembaga Pengurus Sekolah Cina Malaysia (Dong Zong), Gabungan Persatuan Guru-Guru Sekolah Cina Malaysia (Jiao Zong), Gabungan Pertubuhan Cina Malaysia (Hua Zong) dan Malaysian Seven Major Clans Association.

Lima pertubuhan Cina lain adalah Gabungan Persatuan Alumni Universiti Taiwan Malaysia, Persekutuan Persatuan-Persatuan Alumni Sekolah China Malaysia, Nanyang University Alumni Association of Malaya, Persekutuan Persatuan-Persatuan Lembaga Pengurus Sekolah China Malaysia (Dong Zong) dan Gabungan Persatuan Guru-Guru Sekolah Cina Malaysia (Jiao Zong).

Muhyiddin baru-baru ini mengarahkan kajian mengenai dasar PPSMI dilanjutkan kerana tidak berpuas hati dengan hasil kajian yang telah dibuat.

Ia kerana terdapat perbezaan ketara di antara hasil kajian yang dijalankan oleh penyelidik pertubuhan bebas berbanding hasil yang dikumpulkan dalam sesi meja bulat oleh Kementerian Pelajaran yang sebelum itu diketuai Datuk Seri Hishammuddin Tun Hussein.

ReksakseHuduh23

hailah menteri dok sibuk psl spm 10A sampi lupa psl ppsmi ni

mizlilo

susahnye nak ajar chemistry and sc dalam english...
tak fully delivered...patotnye cukupla kita tau term2 tu dalam english...

dahla skang nak kene aja ikut mcm2 teaching method...cikgu migrain, anak murid pon pening
rase dulu cikgu lilo ajar best je...paham je smua

zara1512

dah berapa kali masuk peringkat akhir nya pun tak tau la. tak settle2 jugak. berapa kali nak pegi kabinet baru nak dapat kata putus. ke susah nak accept yg mengajar dlm bm sebenarnya jauh lebih berkesan.

jimbait

Ni ada satu contoh simple kenapa ppsmi wajar diteruskan.
Bayangkan korg seorang student,korg belajar dlm bm jer semua sains n math..
korg nk cari maklumat psl substances yg bernama "natrium klorida"atau sodium chloride(dlm bi) kt internet.
tp korg x tau ape la nama natrium klorida dlm english psl x pnh blaja pun...korg pun srch la kt google natrium klorida...
jeng jeng jeng.....
jika mencari guna keyword "natrium klorida"

Hanya 26 500 results sahaja...

Jika search guna keyword "sodium chloride"


lebih kurang 5 juta results psl NaCl blh kita jumpa....tak ke lg meluas skop research kita??


Jd korg blh faham kan knp perlu blaja sains n math dlm bi?Kita ni kalau usaha
penterjemahan tu rajin dibuat dan meluas,blh la nk blaja sains n math dlm bm.
Masalahnya bila dicarik term2 sains kt internet,semua guna bi.Jadi,fikirkan semula kalau nk revert blk ppsmi ni..
Soal hilg martabat bahasa melayu tak perlu timbul psl bi hanya diguna setengah subjek spm.(math,sc,bi)...
bm,sejarah,PI tu sume belajar dlm bahasa ape??Bahasa Jawa??

cintajc

ppsmi ni untuk budak bandar bole la...budak kg ok lagi...tp kalau budak pedalaman,terus hanyut,,,,, semua yg berckp ni tak penah masuk utan kuar utan ngaja budak....nak ajar bm pon susah,ni plak bi?

cintajc

apakata ppsmi ni ditekankan kepada budak2 calon cemerlang ajer? baru puas hati semua...terer oooooooooooooooooo english tau mcm2 term science n math

cintajc

kiter biarkan ajer budak2 pedalaman tuh,budak2 kg yg tatau bm tuh hanyut.........